An Analysis of "Universities Pursue Excellence" Policy Formation

• Main Authors: Shih, Shu-Min, 石淑旻
• Other Authors: Lin, Tien-Yu
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/64835155654502456625

碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所碩士班 === 96 === The purpose of this research was to discuss the origin and development of “Universities Pursue Excellence” policy and to analyze the formation and impact factors of “Universities Pursue Excellence” policy. Based on the documentary analysis, we obtain the following conclusions. 1. The origin and development of “Universities Pursue Excellence” policy (1) The origin of “Universities Pursue Excellence” policy is “quality of university need to be advanced”, “insufficient budget for higher education”, “promoting Taiwan’s international competitiveness,” and “international trend”. (2) The development directions of “Universities Pursue Excellence” policy are “promoting quality research”, “using intergration strategy,” and “the vision to pursue excellence”. 2. The policy formation of “Universities Pursue Excellence”includes policy problem formation and policy formulation: (1) The four stages of policy problem formation are public needs and public problem formation, policy discussion, agenda setting, and policy problem identification. (2) Policy formulation is the process of problem appearance and problem solving. 3. The impact factors of “Universities Pursue Excellence”are adminstrative institutions, legislature, scholars and experts, interest groups, and mass media. (1) The administrative institutions influenced the process of policy formation through “attitude and authority of the policymakers”and “power of judgment endowed by laws”. (2) The legislature influenced the content of policy through interrogatory and budget freezing. (3) The scholars and experts influenced this policy through the ways, such as entrusted by administration to draft the policy, being the consultants of administrative isititutions, participating in academic symposium, setting up research team and bringing up proposals, and publishing articles. (4) The mass media impacted this policy by providing news about the contents and the process of policy formation, collecting the opinions of the public to provide suggessions to concerned units, and reflecting the public’s viewpoints, pressure formation. According to the conclusion, suggestions to educational authorities are provided.